Author: Gradientwings Developer

Supporting Your Child at Home: Back-to-School Routines & Stress Tips

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The return to school after the summer holidays often brings a mix of excitement and nerves for children and parents alike. New teachers, new classmates, and the return of early mornings can all feel overwhelming. Establishing supportive routines at home can make a big difference in reducing stress and helping children feel ready for the school day ahead.

Why routines matter

Children thrive on predictability. A clear routine helps them know what to expect and provides a sense of security during times of change. When mornings and evenings are organised, children are less likely to feel rushed or anxious, and parents can also enjoy a calmer start to the day.

Creating a stress-free morning routine

Morning time can be one of the most stressful parts of the school day. A simple checklist can help children stay on track and take ownership of their responsibilities:

  • Pack the school bag the night before.

  • Lay out the school uniform or clothes.

  • Prepare lunch or snacks in advance.

  • Stick to a consistent bedtime and wake-up time.

  • Build in a calm few minutes for breakfast, a chat, or even quiet reading.

Displaying this checklist visually in the kitchen or hallway can help children feel more independent and reduce the number of reminders required.

After-school wind down

Children often hold everything together at school, only to release their emotions once they get home. Tiredness, irritability, or meltdowns are common in the first few weeks back. Having a predictable after-school routine can ease this transition:

  • Provide a snack and some downtime before homework.

  • Encourage active play or outdoor time to burn off energy.

  • Create a quiet space for homework, free from distractions.

  • End the evening with a calming activity, such as reading or listening to music.

Looking out for signs of stress

Some stress is normal when children adapt to new routines, but parents should keep an eye out for ongoing worries. Signs that a child may be struggling include:

  • Trouble sleeping or frequent nightmares.

  • Persistent headaches or stomach aches.

  • Withdrawal from friends or reluctance to attend school.

  • Ongoing difficulties with concentration, learning, or behaviour.

If these concerns continue, it may be helpful to speak with your child’s teacher or consider an educational assessment. Early support can make a significant difference in helping children feel confident and secure in school.

Building confidence through structure and support

Back-to-school transitions are never without challenges, but with a little structure and consistent reassurance, children can feel supported and ready to succeed. Predictable routines, space for rest and play, and open communication all help children start the school year with greater confidence.

Anxiety in Children: Back-to-School Worries and How to Help

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The back-to-school buzz can be an exciting time for children – new teachers, fresh books, new classrooms, seeing old friends, and making new ones. For parents too, it often brings a sense of relief and the hope of returning to some routine and normality after a chaotic summer (or maybe that’s just my house?!).

However, for some children and families, this transition can feel far less exciting. Nervousness and apprehension about returning to school are very normal feelings, but if these worries don’t fade with time or begin to worsen, they can start to affect a child’s daily life and wellbeing. When this happens, it’s quite possible that your child is experiencing anxiety – and many parents can feel helpless and upset, unsure of how to best support them.

This post will help you understand what anxiety looks like in children, how common it is, and practical ways you can help your child manage it.

How Common Is Anxiety in Children?

Anxiety in young people is very common. Research suggests that up to 1 in 6 children and teenagers will experience anxiety at some point in their lives (YoungMinds).

Symptoms of Anxiety in Children

All children feel anxious from time to time – this is normal. Anxiety becomes a concern when these feelings intensify or last longer than expected.

Physical symptoms may include:

  • Trouble sleeping

  • Loss of appetite

  • Feeling tired or irritable

  • Dry mouth

  • Headaches, stomach aches, or diarrhoea

  • Muscle tension, shaking, or heart palpitations

  • Dizziness or feeling faint

  • Rapid or shallow breathing

Behavioural and emotional signs may include:

  • Refusing to go to school

  • Clinginess or tantrums in younger children

  • Withdrawal from friends or family

  • Persistent negativity

  • Constant reassurance-seeking

  • Low mood or depression

What to Do If You Suspect Anxiety

What Parents Can Do

Here are three practical ways you can support your child (adapted from an article by Parent Line Australia):

1. Encourage open conversations

Invite your child to talk about their worries. Share examples of what made you anxious as a child, and model calm acceptance when talking about anxiety. This helps your child feel safe and supported in expressing their feelings.

2. Teach your child about anxiety

Explain that anxiety has an important survival role – the fight, flight, or freeze response. Help your child understand the physical signs of anxiety, like sweaty hands, a racing heartbeat, or shallow breathing. This normalises the experience and helps them recognise what’s happening in their own body. A great collection of resources is available at the Charlie Waller Trust.

3. Help your child manage their anxiety

Encourage your child to notice where they feel anxiety in their body – perhaps by sketching an outline of themselves and marking the areas. Younger children may find it helpful to give their anxiety a character, such as “Mr Worry,” and learn to talk back to it. Teenagers might prefer metaphors, like turning down the volume on “worry radio.” There are also excellent free apps for children and teens that teach calming strategies (Parenting Chaos list).

When to Seek Professional Help

If your child’s anxiety does not improve, becomes more intense, or begins to interfere with everyday life, seeking additional support is important. Your GP or your child’s school psychologist can guide you through the next steps, whether that means further assessment, strategies for home and school, or a treatment plan tailored to your child’s needs.

Supporting Your Child Moving Forward

While anxiety can feel overwhelming, it is also manageable. With calm reassurance, clear information, and consistent support, children can learn to recognise anxious feelings and develop practical ways to cope. Small steps – like talking openly, practising strategies, and knowing when to seek help – can make a big difference to your child’s confidence and wellbeing both in and out of school.

Preparing Your Child for an Assessment: A Parent’s Guide

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Assessments can sometimes feel daunting for children, but with the right preparation, you can ease their worries and set them up for a positive experience. Here are some simple, practical steps to help your child feel comfortable and confident ahead of their upcoming assessment.

Talk About the Assessment

Start by having an open conversation with your child. Let them know where they are going, who they will meet, and what kinds of activities they might do. This information helps reduce uncertainty and anxiety.
If the assessment takes place in an office, show your child pictures of the space and staff (many are available on our website). Reassure them that the environment is friendly and relaxed, and that they can take breaks whenever needed.

Use Child-Friendly Language

Words like “testing” or “assessment” can sometimes cause stress. For younger children, focus on the playful elements by describing it as puzzles and games. For older children, you can say it’s a mix of fun activities and school-type tasks, but remind them that there will be no grades or scores. This approach makes the process feel less intimidating.

Ensure Rest and Nutrition

Being well-rested and nourished makes a big difference. Encourage an early bedtime the night before, and offer a healthy breakfast on the morning of the assessment. A rested mind and body help your child concentrate and do their best.

With these simple steps, you can make the assessment a calm and even enjoyable experience for your child. Above all, your reassurance and encouragement are the most powerful supports you can provide.

Need More Help?

If you’d like more guidance or want to discuss specific concerns, our psychologists at Éirim are here to help.

📍 Website: www.eirim.ie
📧 Email: info@eirim.ie
📞 Telephone: 01 499 2217

What’s Autism, Mummy?

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We’d love to share this wonderful video on autism, created by the Amazing Things Project. It’s a gentle and engaging way to introduce children to the topic of autism and can be a great conversation starter for parents at home or teachers in the classroom.

Autism is a lifelong developmental difference that affects how a person communicates, relates to others, and experiences the world around them. It’s more common than many people realise, with around 1 in 100 people in the UK diagnosed with the condition.

In many ways, autistic people are just like everyone else—we all eat, sleep, breathe, have our likes and dislikes, and experience life’s ups and downs. But for autistic people, the way they experience the world can sometimes feel very different.

Things that many of us find straightforward—like chatting to a friend or taking a walk in the park—can feel much more challenging or overwhelming for someone with autism. And while you or I might bite our nails, look at the ground, or clench our fists when we’re anxious, autistic people may comfort themselves in different ways, such as watching the wheels on a toy car spin, flapping their hands, or sometimes even banging their head.

These differences do not mean that autistic people are broken or less capable. Instead, they highlight the many unique ways people experience and interact with the world.

We encourage you to watch and share this video—it’s a fantastic tool for raising awareness, building empathy, and sparking positive conversations about autism. 🌍 Explore more resources at Amazing Things Happen

Why Reading to Babies is the Secret of Success

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Many parents assume that babies are too young to benefit from being read to—but research shows the opposite is true. Even before they can talk, and even if they don’t yet understand the words, babies who are read to regularly go on to develop stronger language and reading skills later in life.

In fact, new research presented at the Paediatric Academic Societies meeting (2016) shows that reading to babies as young as six months helps build larger vocabularies and stronger reading skills almost four years later—just in time for school.

What the Research Shows

A team led by Cates (2016) followed more than 260 parents and their babies until the children started school. At 6, 12, and 24 months, parents reported how often they read to their children, how many books were in the home, and the quality of their story-sharing (such as pointing to pictures, talking about emotions, and asking questions).

The results were clear:

  • Quality matters most. The way parents engaged with their baby during reading—discussing pictures, feelings, and stories—was the strongest predictor of later vocabulary and reading success.

  • Quantity counts too. More frequent reading during the toddler years predicted early literacy skills such as recognising sounds, writing names, and beginning to read.

Other studies support this. For example, Duff, Reen & Nation (2015) found that the size of a child’s vocabulary at 16–24 months strongly predicted their language and reading skills five years later. Similarly, Nation et al (2010) showed that children who later developed poor reading comprehension often started school with weaker oral language, even if their word reading looked strong at first.

Why Early Reading Works

Reading aloud is like having a conversation with your child. Even before children can speak, the back-and-forth interaction—pointing at pictures, using expression, asking “What’s that?”—exposes them to rich language. This lays the groundwork for both word reading and reading comprehension.

The rhythm, rhyme, and repetition in children’s books also provide a natural foundation for language development. Importantly, these benefits apply even when children are non-verbal.

The Reality at Home

Despite the evidence, many parents still assume babies are too young for books. In fact, in Cates’ study, when babies were six months old, fewer than 20% of parents read to them more than five times a week, and over half read at most three days a week. A broader US survey also found that while 60% of middle-class parents read daily to their children, this dropped to just 34% in working-class families.

The Takeaway for Parents

It’s never too early to start reading to your child. Even if your baby can’t talk back, you’re giving them the tools they’ll need for school—and beyond. Every story you share helps build their language, their confidence, and their love of books.

So grab a picture book, snuggle up, and start reading—you may be surprised at how much it matters.

5 Simple Ways to Boost Your Child’s Brain Development

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Every parent wants their child to lead a happy and successful life, perhaps dreaming of them becoming doctors, lawyers, teachers, or engineers. But preparation for learning starts early. Childhood is when the brain is most malleable, and laying the foundation for healthy development begins now.

Cognitive skills—or “brain powers”—include attention, short-term memory, long-term memory, visual processing, auditory processing, logic and reasoning, and processing speed. Helping children strengthen these areas can set them up for future learning success.

Here are five simple but powerful ways to boost your child’s development (adapted from doctorinsta.com):

1. A Loving Environment

It may sound obvious, but a nurturing and supportive environment gives children confidence in their abilities. Feeling secure allows them to take positive risks in learning and beyond. Compliment your child for effort as well as achievement, and encourage affection. These small gestures build both self-esteem and communication skills.

2. Exercise

Children don’t need gym memberships to benefit from movement. Play, sports, and outdoor activities provide oxygen to the brain, stimulate growth, and strengthen motor skills. This in turn supports quicker brain-to-muscle responses. Swimming is especially beneficial as it works all major muscle groups.

3. Sleep

Sleep is the body’s natural way of recharging and restoring brain function. Children should ideally get 8–10 hours of sleep each night. A consistent routine helps build lifelong healthy habits. Bedtime can also include a short “reflection session,” where children count blessings or share positives from their day—encouraging gratitude and emotional growth.

4. Healthy Food

Nutrition plays a vital role in both physical and cognitive development. Protein-rich foods (lean meats, nuts, grains, lentils) help the brain grow faster. Omega-3 fatty acids, found in fish and certain seeds, support concentration, learning, and problem-solving. A balanced diet fuels both body and mind.

5. Experience

Children’s curiosity blossoms through experience. Museums, nature walks, documentaries, and regular reading all help stretch their thinking and imagination. Exposure to new ideas and environments encourages creativity, resilience, and critical thinking.

Supporting your child’s development doesn’t require complicated strategies—it’s about providing love, healthy routines, and opportunities to explore the world around them.

Is ADHD Just a Lack of Sleep?

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Childhood ADHD diagnoses have become increasingly common. At the same time, children are sleeping less than ever before. This raises an important question: could ADHD really just be a lack of sleep?

While the exact causes of ADHD are still unclear, research suggests that sleep problems and ADHD symptoms are closely linked. In fact, many behaviours that look like ADHD—such as inattention, fidgeting, and impulsivity—can also be caused by sleep deprivation.

What Is ADHD?

ADHD, or attention-deficit hyperactivity disorder, is a medical condition that affects attention, impulse control, and activity levels. It is usually broken down into three types:

  • Inattentive type (ADD): zoning out, not listening, forgetfulness.

  • Hyperactive/Impulsive type: fidgeting, restlessness, difficulty sitting still.

  • Combined type: a mixture of both inattention and hyperactivity.

ADHD is the most commonly diagnosed childhood psychiatric disorder, affecting around 5.3% of children worldwide (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007). Children with ADHD often experience challenges in school, difficulties with friendships, and sometimes additional issues such as anxiety or behavioural problems (Willcut, 2012).

Could Lack of Sleep Explain ADHD Symptoms?

Sleep deprivation can mimic many ADHD traits. When children do not get enough rest, they struggle with attention, working memory, problem-solving, and emotional regulation.

In one study, children who had their sleep restricted received more negative attention comments from their teachers (Fallone, Acebo, Seifer, & Carskadon, 2005). Hyperactive behaviour, surprisingly, can also be a way for tired children to fight fatigue and stay awake.

With today’s technology, late-night screen use is a growing problem. About 96% of Americans under 30 use a device in the hour before bed, and nearly half of children aged 6–10 have a television in their bedroom (Calamaro, Yang, Ratcliffe, & Chasens, 2012). This stimulation makes it harder for children to fall asleep and stay asleep.

The Two-Way Relationship Between ADHD and Sleep

The connection between ADHD and sleep works both ways. Children with ADHD often have trouble sleeping, and poor sleep makes their ADHD symptoms worse. Sleep disorders such as snoring or sleep-related breathing problems can be common in children with ADHD, and treating these issues can sometimes reduce daytime symptoms.

But which comes first—the sleep problems or the ADHD? Research shows that in some cases, severe sleep issues in infancy can predict ADHD years later (Thunstrom, 2002). This suggests that sleep problems may play a role in the development of ADHD itself.

What Parents Can Do

Since sleep and ADHD symptoms are so closely linked, it’s a good idea to start with sleep when concerns arise. A helpful tool is the BEARS sleep screening test:

  • B – Bedtime issues

  • E – Excessive daytime sleepiness

  • A – Awakenings during the night

  • R – Regularity and duration of sleep

  • S – Snoring

Some simple steps that can improve sleep and reduce ADHD-like behaviours include:

  • Keeping a regular bedtime routine.

  • Avoiding caffeine and energy drinks in the evening.

  • Turning off screens at least one hour before bed (especially video games and interactive devices).

  • Considering medical options (such as tonsillectomy for snoring or sleep-related breathing problems).

Healthy sleep—about 8 hours a night for most school-aged children—improves concentration, behaviour, and wellbeing.

Final Thoughts

ADHD is not “just” a lack of sleep. It is a complex condition with multiple causes. However, sleep problems can make symptoms worse and, in some cases, may even contribute to the development of ADHD.

For parents concerned about their child’s behaviour, starting with sleep is often the simplest and most effective step. Better sleep can mean fewer difficulties during the day, and sometimes, it makes all the difference.

References

Calamaro, C.J., Yang, K., Ratcliffe, S., & Chasens, E.R. (2012). Wired at a young age: the effect of caffeine and technology on sleep duration and body mass index in school-aged children. J Pediatr Health Care, 26(4), 276-282. doi: 10.1016/j.pedhc.2010.12.002

Fallone, G., Acebo, C., Seifer, R., & Carskadon, M.A. (2005). Experimental restriction of sleep opportunity in children: effects on teacher ratings. Sleep, 28(12), 1561-1567.

Polanczyk, G.V., de Lima, M.S., Horta, B.L., Biederman, J., & Rhode, L.A. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis. American Journal of Psychiatry, 164(942-948).

Thunstrom, M. (2002). Severe sleep problems in infancy associated with subsequent development of attention-deficit/hyperactivity disorder at 5.5 years of age. Acta Paediatr, 91(5), 584-592.

Willcut, E.G. (2012). The prevalence of DSM-IV Attention-Deficit/Hyperactivity Disorder: A meta-analytic review. Neurotherapeutics, 9(490-499).

One Act of Kindness That Will Change Lives

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I feel compelled to write this because I have witnessed one of the kindest and most selfless acts from someone that walked through our doors.

John is a professional man in his 30’s working within the restaurant trade. He contacted Eirim for an educational assessment because he was experiencing difficulties within his job, he was doubting his ability and his self-confidence was being eroded. He described himself as forgetful and prone to making seemingly careless errors (e.g. taking down restaurant bookings wrong over the phone, and mixing up orders and e-mail bookings). John arranged to meet one of our educational psychologists to gain a better understanding of himself, why he was struggling and how he could help himself.

John reported that he never received any learning support or extra help in school and that he always managed to get along. However, he felt that he under-achieved in school – working hard but never getting great grades.

Results from the educational assessment showed that John was an intelligent man, but he had subtle difficulties processing language. He had no problems reading text but he had difficulties understanding what he read (reading comprehension).  These difficulties explained why he was finding aspects of work difficult.  Strategies for his job were recommended.

A few months after his educational assessment John contacted our office again to say that the assessment with us had ‘changed his life’. He told us that before the assessment, his self-confidence was being eroded and that he always doubted his ability. However, the knowledge the assessment gave him about himself, his strengths/ weaknesses and how he learns, has helped him greatly in his job,  has seen his own self confidence grow and has even spurred him on to write his first book (!).

So why is the above one of the most selfless and kind acts I have witnessed? Following his hugely positive experience John decided to purchase ‘vouchers’ for two full educational assessments from us and donate them to his old primary school. He felt that even though his assessment was massively beneficial to him as an adult, to a child such an assessment would be invaluable – since this is a time when intervention and supports can really make a difference.  Unfortunately, there are many children that need to be assessed but cannot afford to go through the process. However, with his financial support, two children will have an opportunity to go through the educational assessment process and hopefully have the same positive experience that he did. Thank you John.

Getting the SPaRCS Out of Your Students

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Éirim, in partnership with Education Elephant, is delighted to announce the launch of a brand-new, UK- and Irish-normed standardised test: SPaRCS – Spelling, Processing speed, and Reading Comprehension Speed (with some innovative extras built in!).

Designed for students aged 13–18, SPaRCS will be available for purchase through Education Elephant Ltd. from September 2017. It fills a significant gap in the market, offering teachers a practical, time-efficient, and up-to-date assessment tool.

Why SPaRCS?

The test was conceived and developed by Dr. Kate James, Educational Psychologist, Dublin. In her work with special education teachers in Ireland and SENCos in the UK, Dr. James recognised two major challenges:

  • A shortage of Irish-normed and modern standardised tests

  • The time and resource burden of testing for access arrangements and supports

In the UK, SENCos also faced a particular lack of tests appropriate for assessing eligibility for 25% extra time in exams. SPaRCS was created to directly address these challenges.

Key Benefits of SPaRCS

  • Can be administered in a group setting

  • Affordable (approx. £230)

  • Time-efficient (fits comfortably into one 40-minute class)

  • Produces reliable standard scores

  • Includes innovative effort indicators to ensure valid results

  • Suitable evidence for:

    • UK: 25% extra time, reader/computer reader, and scribe applications (JCQ)

    • Ireland: Spelling and Grammar Waiver applications

What’s Inside the Test?

SPaRCS is based on data from a large sample of over 2,000 students across Ireland and the UK. It includes three core components:

  1. Spelling

  2. Processing Speed (2 minutes)

  3. Reading Comprehension Speed (10 minutes)

The inclusion of effort indicators makes SPaRCS particularly innovative. Research shows that some students underperform deliberately in hopes of qualifying for accommodations. SPaRCS helps identify when this may be happening, ensuring fair and accurate assessment results.

Supporting Students Fairly

In Ireland, the most common examination accommodation is the Spelling and Grammar Waiver, while in the UK, applications for extra time, readers, and scribes are frequent. SPaRCS provides a reliable and efficient way to support these applications while reducing the testing burden on schools.

How to Order

SPaRCS is available exclusively through Education Elephant.
👉 For more information or to place an order, visit Education Elephant or contact info@educationelephant.ie.

Does the Spelling and Grammar Waiver Give an Unfair Advantage?

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New research led by Dr. Kate James from Éirim: The National Assessment Agency (James & Hannah, 2017) suggests that the Spelling and Grammar Waiver (SGW), widely used in the Junior and Leaving Certificate, may provide an unfair advantage to students who receive it. This raises important questions about the fairness and validity of this exam accommodation.

What is the Spelling and Grammar Waiver?

The SGW was introduced in 2001 by the State Examinations Commission (SEC) for students with dyslexia and spelling difficulties. It is designed to ensure that these students are not disadvantaged and can demonstrate their true ability in exams.

In practice, students granted the SGW are not penalised for spelling or punctuation errors, which normally account for 10% of the English Language paper in the Leaving Certificate. Instead, their marks are pro-rated—they still receive credit for this 10%, based on their performance on the rest of the paper.

The SGW is now the most popular exam accommodation, with around 9% of all Leaving Certificate students using it, and numbers are rising each year. Until recently, however, no research had examined its fairness.

The Study

James and Hannah (2017) analysed a sample of mock Leaving Certificate papers, split between students who had been granted the SGW (due to dyslexia) and those who had not. Each paper was marked twice by experienced examiners: once applying the waiver, and again two months later without it. Crucially, examiners were unaware they were marking the same scripts twice.

The researchers reasoned that, if valid, an accommodation should help the intended group (students with dyslexia) without significantly benefiting others. For example, enlarging an exam paper helps a student with visual impairment, but offers little benefit to a student with normal vision. Similarly, reading an exam aloud supports students with reading difficulties but does not provide a large advantage to fluent readers.

Key Findings

The results were striking:

  • All papers marked with a SGW—both from dyslexic and non-dyslexic students—received considerably higher grades than when marked without it.

  • This suggests the SGW boosts results across the board, not just for students who genuinely need the accommodation.

  • At the individual level, 61% of dyslexic students scored higher with the SGW, but 29% actually scored lower.

These findings cast doubt on the fairness of the SGW. Rather than simply levelling the playing field, the waiver may artificially inflate marks for all students who receive it, regardless of need.

Implications

As James and Hannah (2017) concluded:

“Given the high-stakes nature of the Leaving Certificate, it is imperative that everyone can have confidence in the interpretation of students’ results. We need to ensure that the marks a student receives are a true reflection of their performance and not an inflated view.”

With more students applying for the SGW each year, this research highlights the need for careful review by the State Examinations Commission to ensure fairness and validity in the exam system.